Teach On Navigating a new world of distance learning in health and physical education By Larissa Brickach
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itchens … bedrooms … basements … backyards. These are some of the spaces that health and physical educators have been working in since schools across the country closed in March due to the coronavirus pandemic. For most teachers, the switch to distance learning happened suddenly, with just a few days’ — or hours’ — notice. And in the weeks that followed, there was a scramble to gather and adapt resources for teaching HPE at home. Now, many are adapting to their “new normal.” The eight teachers featured in this article all agreed to keep a daily diary during the third week of April, sharing their challenges, routines and teaching tools. As we peek into their homes and lives, it becomes clear that there are many different ways to navigate distance learning. School district obstacles and requirements, department goals, and even family responsibilities determine when and how teachers are interacting with their classes and teaching lessons from home. But the one commonality is this: Teachers everywhere miss their students.
6 – 7 a.m. RISE AND SHINE For some teachers, working from home during the pandemic has caused a slight shift in their schedule. No more commute means they can sleep in a little. For others — especially those with young children at home — the day still starts early. Adam Metcalf, physical educator at The Avery Coonley School in Downers Grove, Illinois, and 2020 SHAPE America Midwest District Elementary Physical Education Teacher of the Year, wakes up at 6 a.m. so he has time to get ready and do a few chores before walking to the park each morning to record video messages for each of his classes. 22
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In his small Bronx apartment, elementary physical education teacher Jim Hambel carves out workspace wherever he can. Here, his 2-year-old daughter has come to “help” him.
“I let them know about the activities of the day, the weather, birthday shoutouts, and something I’ve been calling ‘Feats & Fails,’” says Metcalf. “‘Feats’ are positive happenings and ‘Fails’ are unexpected challenges that have happened in the past day.” After returning home, Metcalf edits and posts video messages, as well as daily activities for each of his classes which include a warm-up, choice of two or three physical activities, and a mindfulness/ cooldown activity. His greatest challenge has been posting to different technology platforms — some classes use Seesaw, while others use Google Classroom or PowerSchool — in a way that minimizes screen time and stress.
Allisha Blanchette, health educator at DC Everest Senior High in Schofield, Wisconsin, and 2020 Midwest District Health Education Teacher of the Year, is also up by 6 a.m. to run on the treadmill before her kids get up. Then at 7 a.m. her husband gets them breakfast so she can work by herself. “Normally I am in my car heading to work by 6:30 a.m.,” says Allison Relyea, PE teacher at Guilderland High School in New York and 2020 Eastern District High School Physical Education Teacher of the Year. With her new routine, she is able to enjoy a morning coffee and the news with her husband while her 9-year-old daughter sleeps in. “On a regular school day, I would be setting up the gym by 7 a.m.”
teachers we’re trying to adjust,” he says. “My heart goes out to my students.” DISTANCE LEARNING BEGINS Ruby Dajani, physical education Kyle Bragg, physical education teacher at teacher at Gwendolyn Brooks Middle Anasazi Elementary School in Scottsdale, School in Oak Park, Illinois, has found Arizona, begins his work-from-home that more students are likely to participate day at 8 a.m., responding to emails and in the morning, so that is when she helping families with technical issues. goes online. But not all students log in. “The schedule is quite different now,” “Another challenge would be how grading he says. “I have more meetings now with and documenting participation is always staff, usually via Zoom.” changing so we can’t get too comfortable From 10 to 11 a.m., Bragg records his with one thing,” she says. “We really have lessons, typically using Screencastify. He to be flexible during these times.” then moves on to grading assignments, With six classes for grades 6-8, Dajani responding with individual feedback to has found it best to divide her grading each student. time over three days by grade level, with In the Bronx, Jim Hambel, elementary Fridays set aside for planning. “I set up physical education teacher at P.S. 457, the following week’s outline and begin also begins at 8 a.m., posting messages creating videos and assignments,” she on Google Classroom. He works straight says. through until 2 p.m. — grading, checking With a kindergartener (Jacob) and assignments, creating video lessons, and third grader (Brendan) at home, Allisha going “live” on Google Meet. Blanchette must balance her own work To Hambel, teaching virtually is less with her children’s school requirements. clear and consistent. “I post assignments “While Jacob is working, I answer and messages and I’m unsure if they are emails and work on assessing previous reaching the students,” he says. “I go live assignments,” she says. “I have found that on Google Meet with limited success. it’s too difficult to think and build content However, students are watching the and progression for my classes while he videos I make and are doing assignments.” needs me.” Hambel must create “apartmentA little later in the morning when both friendly” activities because most of his boys are occupied, Blanchette walks on students do not have the option to go her treadmill while building content in outside now. The technology disparity in Canvas or giving feedback on assignments New York City is another concern. “As in Google Classroom. Jason Leach, physical education teacher at Independence Elementary School in Keller, Texas, is an empty nester so his house is fairly quiet. He has Zoom meetings three mornings per week: K-1 on Fridays, grades 2-4 on Tuesdays, and the Game Changers Club (for fourth graders) on Wednesdays. During the Zoom meetings, students Allison Relyea’s “home office” is a dining table next to her 9-year-old participate in a variety daughter’s workstation. While her daughter does schoolwork each day, of activities: scavenger Relyea completes whatever planning, grading, and video conferences
8 a.m.
hunts, fitness game boards, “Would You Rather Fitness,” and more. “Members of my Game Changers Club sometimes lead activities,” says Leach. Leach also does live games on his school’s Facebook page. “I go live and tell the students what they need and how to play,” he says. “I give them 30 minutes and they can play along with me.”
Oak Park, Illinois, physical educator Ruby Dajani takes a break from the computer and stays active with a boxing workout at home. She also looks forward to walking her dogs twice a day.
For Megaera Regan, physical educator at Manorhaven Elementary School in Port Washington, New York, and 2020 Eastern District Elementary Physical Education Teacher of the Year, the morning is spent using Google Classroom to check student work, responding to emails from students and parents, and participating in virtual PE meetings. One of Regan’s challenges has been using so much new technology. Her district has provided professional development to get up to speed, but “it is tricky to learn while providing lessons,” she says. “I cannot even count how many failures have occurred, or how much I have learned.”
need to be done for her high school physical education classes.
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T E A C H O N (continued)
11:30 a.m. LUNCH BREAK After spending the morning grading, responding to emails, working on Google Classroom, or having video conferences on Google Meet, Allison Relyea is ready for a quick break to “refuel mentally” and grab a bite to eat. “If the weather is nice, I go outside and sit at my table or walk around the property,” she says. After checking in on her daughter Cadence and helping her with anything she needs, Relyea is ready to get back to work.
Adam Metcalf teaches his 4-year-old son sight words while his wife — who is also a PE teacher — holds office hours.
Noon is lunchtime for Allisha Blanchette and her family. “I love that I don’t have to pack a lunch but feeding four for lunch is a big change during the week … it can be time consuming to prepare and clean up,” she says.
1 p.m. BACK TO THE COMPUTER After lunch, it’s quiet time at Adam Metcalf’s house. While his kids nap, he holds office hours, which might include Zoom meetings, responding to emails, planning, prep, and reviewing feedback submissions from his students. Early afternoon is also prep time for Kyle Bragg. After answering more emails, he settles in and plans his next lesson. “I look at the standards and how I will achieve them,” he says. “Because I’ve had to adjust my yearly plan, I use resources like #HPEatHome on Twitter to help with ideas.” After 1:30 meetings (either faculty or union), Megaera Regan pops into other teachers’ live Google Meet lessons at 2:30. “All my own lessons are prerecorded or created in other ways,” says Regan. “But I ‘visit’ other classrooms to provide movement breaks.” Once Allisha Blanchette’s sons have settled in with more daily school activities
In her New York City apartment, elementary physical education teacher Megaera Regan records her own lessons at night and “visits” other classrooms during the day to provide movement breaks.
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at 1:30, her office hours begin, which for her means having to respond immediately to emails until 3 p.m. She also works on projects that don’t require as much concentration. “I am back to interval work so I can help the boys and not get too frustrated. For me it’s harder to see scope and sequence through scrolling on a computer,” she says. “I like to write with a pencil and paper to sketch out my thoughts and timelines.”
3 p.m. AFTERNOON BREAK Many teachers miss the physical activity that was naturally part of their day while teaching in school — and by 3 p.m. they are ready for some exercise. For Kyle Bragg that might be going for a jog or hitting some golf balls. For Jason Leach it might be going on a 15- to 20-mile bike ride or working out with weights. And for Adam Metcalf it’s working out in the basement, followed by some outdoor play with his family. In New York City, Jim Hambel is finally ready to take a break, having
In the Dallas-Fort Worth suburbs, Jason Leach adapts PE activities so his elementary students can play using common items they have at home.
5 p.m. WINDING DOWN
In Wisconsin, health educator Allisha Blanchette walks on her basement treadmill, which also serves as a modified workstation.
worked through the lunch hour. He’ll have something to eat and then spend some time with his family, occasionally checking work emails. In Illinois, Ruby Dajani is also ready for break. She’ll have a snack and relax outside before logging back online at 4 p.m. to respond to emails, read articles, and do some grading. Near Albany, Allison Relyea evaluates how much work she has left for the day. “If I need to work longer, I will continue up until about 5 p.m.,” she says. “Sometimes I find it amazing how fast the time goes from this point on until dinner. I get wrapped up in what I am doing and lose track of the time.”
As 5 p.m. rolls around, it’s time to prepare dinner or support a local business by getting takeout. With no need to drive to sporting events or other activities after dinner, most teachers enjoy a quiet evening either playing games with their children, video chatting with family and friends, or watching movies to relax after a long day at work. There are exceptions, however. “My schedule is vastly different now,” says Megaera Regan. Before distance learning, Regan would begin winding down from her day around 5:30. Now, she’s still working in the early evening, planning lessons with co-workers before creating her video lessons and scheduling them in Google Classroom. Many teachers have an evening routine that includes stretching, yoga or meditation, and some are finding it important to set boundaries by staying off their computer at certain times. When teaching from home makes it harder to maintain a healthy work-life balance, self-care is critical. “I need to get my mind off of schoolwork and take care of myself, which in turn will help my students,” says Kyle Bragg. “What I’ve learned is that I’m doing enough.”
What Does the Future Hold? We asked the teachers featured in this cover story to share any concerns they had about the future. Here are some of their responses.
Kyle Bragg I’m a bit concerned that the “powers that be” might start to think that physical education can be done with videos on a computer, since it is “working” now. It can’t. It’s not working. We are doing our best, but quality physical education requires building the teacher/student relationship, standards-based instruction, being a role model for students, and more! None of this can be fully done online alone.
Ruby Dajani I’m concerned about how our students will do next year, especially those who were already struggling. What will the upcoming school year look like for us and our students?
Megaera Regan I am worried about going back to school — and about not going back to school. I am fearful about the loss of real, face-to-face human contact with our students and what that loss will do to them (and us). I miss my students and I miss my colleagues.
Allison Relyea My main concern is what the recovery of our country will look like on a larger scale. The impacts of this pandemic are far reaching on many levels — medically, financially, physically, and emotionally.
During this challenging time, SHAPE America has never been prouder to serve our nation’s health and physical education professionals. The work you are doing is vital, and we are committed to supporting you and fighting for you. Kyle Bragg, physical education teacher at Anasazi Elementary School in Scottsdale, Arizona, uses Zoom to “meet” with a student who is conducting a virtual self-assessment of her first at-home PE lesson.
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